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CULTURAL, COMMUNITY AND DIVERSITY EDUCATION STRATEGY 2015-16

Published by Victoria Police, April 2015

© The State of Victoria, Victoria Police 2015 This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968.

This document is available in PDF format on the internet at www.police.vic.gov.au

Disclaimer This publication may be of assistance to you but the State of Victoria and its employees do not guarantee that the publication is without flaw of any kind or is wholly appropriate for your particular purposes and therefore disclaims all liability for any error, loss or other consequence which may arise from you relying on any information in this publication.

Victoria Police pay our respect to the traditional owners of lands on which we live and work. We pay our

respect to Elders and all Aboriginal and Torres Strait Islander peoples who continue to care for their country,

culture and people.

Victoria Police is committed to reconciliation and recognition of the Aboriginal and Torres Strait Islander

history, through professional learning opportunities. It is essential that training and education provided

to Victoria Police employees acknowledges the Aboriginal and Torres Strait Islander people. Enhanced

education will assist Victoria Police and the Aboriginal and Torres Strait Islander people close the cultural gap

and further develop positive relationships that enhance cultural, community and diversity understanding.

Acknowledgement of Traditional Owners

By international comparisons Victoria is safe, prosperous and

vital; it is one of the most successful diverse, multicultural

and multi-faith societies in the world. The collective

community of Victoria comes from over 200 countries,

speaks more than 230 languages and dialects, and

follows more than 135 religious faiths. The diversity of

the community includes people from the Aboriginal,

Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI)

communities, people with disabilities, people experiencing

mental health issues, seniors and young people. It is this

diversity and inclusiveness that is at the heart of our state’s

prosperity and is worthy of protection.

Victoria Police believes firmly and fundamentally in the

human rights of all Victorians to live peacefully and free from

discrimination, persecution and harm. We will do all that we

can to protect every law abiding citizens right to live safely and

securely within our community.

The Victoria Police mission is to not only enforce the law to

ensure the protection of all of our citizens – it also requires

Victoria Police employees to be flexible and actively engage

with our diverse community. In an increasingly complex

society this can be challenging and our employees need to

be supported in their ability to consistently provide service

with dignity and respect.

As the diverse Victorian community continues to change,

so does our approach to the training and education we

provide our employees. What will remain consistent is our

approach to ensuring all professional learning opportunities

are grounded in human rights and demonstrate a

commitment to the organisational values.

To ensure our members are able to think on their feet, meet

challenges adaptively and have confidence in their decision

making abilities we must provide an environment that supports

career long professional learning. This strategy outlines a vision

for best practice cultural, community and diversity training

and education to support all Victoria Police employees in their

ongoing personal and professional development.

This strategy will direct the implementation of curriculum

reforms which are embedded in cultural, community and

diversity principles, to build the capability of our employees

in a coordinated response.

Tim Cartwright, APM

Acting Chief Commissioner

Foreword from the Acting Chief Commissioner

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CULTURAL, COMMUNITY AND DIVERSITY EDUCATION STRATEGY

Contents

FOREWORD FROM THE CHIEF COMMISSIONER .................................................................................. 3

ACKNOWLEDGEMENT OF TRADITIONAL OWNERS ............................................................................. 2

CONTENTS ........................................................................................................................................................4

1. INTRODUCTION ......................................................................................................................................6

2. BACKGROUND ......................................................................................................................................... 7

3. THE PURPOSE OF CULTURAL, COMMUNITY AND DIVERSITY EDUCATION .........................8

3.1 THE VISION FOR CULTURAL, COMMUNITY AND DIVERSITY EDUCATION .............................................9

3.2 STRATEGIC CONNECTIONS .................................................................................................................................11

4. THE APPROACH FOR CULTURAL, COMMUNITY AND DIVERSITY EDUCATION ................. 13

4.1 THE MODEL FOR CULTURAL, COMMUNITY AND DIVERSITY EDUCATION .......................................... 15

5. THEMES OF CULTURAL, COMMUNITY AND DIVERSITY EDUCATION ................................... 16

6. CULTURAL, COMMUNITY AND DIVERSITY EDUCATION DELIVERABLES ..............................23

7. IMPLEMENTING CULTURAL, COMMUNITY AND DIVERSITY EDUCATION ...........................25

8. EVALUATION AND MEASURES ...........................................................................................................29

8.1 IMPLEMENTATION ................................................................................................................................................. 29

9. CONCLUSION .........................................................................................................................................30

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Victoria Police is committed to serving its rich and diverse community.

As the community becomes increasingly diverse in interest, culture, religion

and relationships, Victoria Police must maintain community confidence

through its ability to adapt to meet these needs. Supporting members to do

this through continuous professional learning opportunities will be pivotal.

The Victoria Police Cultural, Community and Diversity (CCD) Education

Strategy has been developed to provide a guiding framework for

consistent organisational training and education in cultural, community

and diversity principles. It provides a best practice approach to developing

the capabilities of Victoria Police employees to deliver a professional and

equitable service to a diverse Victorian community.

The development of the CCD Education Strategy has been a

collaborative process between the Priority Communities Division (PCD)

and the People Development Command (PDC). This has included

extensive consultation with stakeholders to ensure its applicability, as

well as its organisational and community alignment. This has included

establishing internal and external education advisory groups, who have

provided strategic advice and constructive comment along the journey.

Organisational consultation across ranks and roles has strengthened the

operational relevance of the strategy and its intent to support frontline

service delivery. This has been supported by wide ranging research

across academic institutions, as well as public and private industry, to

ensure an innovative approach that is future focused and aligns to the

specific needs of adult professional learning. This research reinforces the

significance of the strategy’s development, highlighting an increasing

demand for training and education that develops the cultural capabilities

of employees to support social cohesion in our diverse society.

The CCD Education Strategy outlines the direction for best practice

training and education in a global context, as part of a wider organisational

commitment to continuous improvement. It is one of many initiatives that

will strengthen our approach to community engagement. It guides the

key actions that Victoria Police will undertake over two years (2015-2017)

of education and curriculum reform. It is expected that our approach to

training and education will be continually refreshed and updated in line

with community expectations and changing social needs. Key actions

are included in the strategy, which sets out an incremental approach to

implementing the proposed curriculum reforms.

The strategy is a true reflection of the future focus for best practice

training and education programs. It is a living document, which will

continue to evolve to meet the changing demands, expectations and

diversity of the Victorian community.

1Introduction


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2Background

In 2013 Victoria Police undertook a process of community consultation

that sought feedback on our cross-cultural training and field contact

polices. Two external reviews were also conducted. These reviews

made a total of 70 recommendations, which were publicly released in

December 2013.

The cross-cultural training review conducted by Victoria University, Learning

to Engage, culminated in 33 separate recommendations to be actioned

over three years of work and are articulated in the Equality is not the same…

report. This Cultural, Community and Diversity (CCD) Education Strategy is

aligned to 20 of the cross-cultural training review recommendations and

two field contact recommendations. The strategy provides a framework for

the future of cultural, community and diversity education and outlines the

program of work relating to curriculum reform and review for years Two

and Three of the Equality is not the same… action plan.

The review conducted by Victoria University has provided a significant

contribution to the next steps for Victoria Police to build and improve its

cultural, community and diversity education practices.

The report committed to providing optimal advice on the ways in

which best practice education should be designed and delivered in a

community engagement context.

In its survey of Victoria Police’s curriculum and practices the report found

a need to focus on:

• frameworks that emphasise proactive and community engagement

practices as part of everyday service delivery

• the role of the educator and facilitator

• the pedagogy (philosophy of education methodology) and

andragogy (specifically relating to adult education) approaches to

cultural, community and diversity education and training

• sequencing and duration of training and education opportunities.

Significant commentary in the report recognised that whilst this is a

challenge for the organisation, Victoria Police is well placed through

its current practices and espoused commitment, to make significant

changes to the professionalisation of its workforce.

Education and training approaches that help produce the the kind of police officer, and the kinds of policing practice, that make Victoria Police and the Victorian communities justifiably proud and confident in the quality and disposition of those charged with ensuring the safety and wellbeing of communities, regardless of their cultural, racial, religious, ethnic, gender, social, sexual, health, age or abilities based identity, status or preferences.

- Learning to Engage“ ”

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3The purpose of cultural, community and diversity education

Cultural, community and diversity (CCD) education principles aim to

set the standard for best practice and highlight exemplars for leading

effective and engaging professional learning opportunities, suitable

for the changing and dynamic environment Victoria Police employees

work in. The success of CCD education will be tied to facilitating a

culture where professional learning is valued.

The CCD Education Strategy should be used to guide:

• the development of new professional learning, training and

education opportunities with a CCD focus

• enhance existing training and education programs to integrate

CCD principles

• evaluate the most appropriate approach to meet professional

CCD learning needs.

Why a specific Cultural, Community and Diversity Education Strategy?

A specific education strategy that articulates a vision for CCD training

and education is critical to support and manage the sensitivities and

complexities that are associated with the learning outcomes. The CCD

context is dynamic and its challenging nature differentiates it from other

types of professional learning.

The complexities of designing, developing and delivering quality CCD

training and education will be further highlighted throughout the strategy,

however at its core is a need to consider the expertise required to

facilitate authentic learning transference and create an ongoing learning

process that adapts to a changing environment.

Building on success through case stories

Throughout the strategy examples of ‘case stories’ will be used to

demonstrate the strategy’s intended outcomes and bring to life the

meaning of best practice cultural, community and diversity education

and training. These case stories recognise successful practices already in

place and are examples of best-practice approaches Victoria Police will

build on. Modelled in these case stories is the learning design approach

that will feature in future CCD tools and resources. The key learning

design principles, critical for successful cultural, community and diversity

education are highlighted, along with the associated knowledge, skills

and attributes learners are expected to develop and demonstrate through

training or education opportunities.


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3.1 The vision for cultural, community and diversity educationThe Cultural, Community and Diversity (CCD) Education Strategy is

values-led and underpinned by human rights.

Most importantly, it (training)can produce the kind of police officer who is able to think on their feet; successfully meet new challenges, adapt flexibly and responsibly to unexpected circumstances; communicate effectively; and respond with understanding and insight through a thorough grounding in human rights, cultural and community diversity.

- Learning to Engage

This strategy will provide a platform to assist in the consistent delivery of

the message that community engagement is everyone’s responsibility and

that dignity and respect underpin all community interactions, regardless

of culture, community or diversity. Through this vision these principles will

be embedded throughout professional learning opportunities.

Linking the Cultural, Community and Diversity Education Strategy to other organisational outcomes

The CCD Education Strategy provides guidance and support to other

key outcomes and projects emerging from the Equality is not the

same… report through its emphasis on professional learning that is

values-led and underpinned by human rights.

The success of quality CCD education is closely connected to Victoria

Police’s overarching service delivery aims and commitment to engaging

with our stakeholders. An organisation that values diversity must ensure

this is visible across its structures and policies so that it becomes “business

as usual”. This approach will play a strong part in promoting a culture that

supports CCD education as a realisation of potential. This requires strong

leadership that champions and supports the importance of professional

learning outcomes grounded in working with CCD principles. This drive to

enhance CCD education and training will only be successful if there is a

commitment from every level of the organisation to an ongoing program

of work. Through this commitment CCD education will be “built in” to

business as usual and not “bolted on”.

Beyond the four walls

The direction of CCD training and education for Victoria Police must

extend beyond the traditional classroom or training environment, to include

a range of professional learning opportunities.

A focus on regional capability and support beyond formal academy-centric

programs will be crucial to affecting change and integrating CCD into the

everyday. Part of the strategy’s implementation will be a future focus to

consider more innovative, flexible and smarter ways to develop and deliver

quality professional learning opportunities.

This includes working in increasingly collaborative ways with community,

resulting in deeper relationships through increased participation and

communication. By working with communities, employees will develop

an increased understanding of the community they are serving, leading

in some instances to two-way learning opportunities. The completion

of education programs on their own will not be enough; CCD principles

must be embedded in business processes, becoming part of induction and

performance objectives overtime.

“”

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Figure 1 below, illustrates how the CCD Education Strategy is one part of a wider program of work to improve our employees’

confidence and capacity to deliver service to a diverse and dynamic community.

Interactions with the public policy

& communication

Receipting proof of concept

Field contacts policy &

processes

CCD Education Strategy

Bias & human rights training

Cultural & Community Awareness Guidelines

Human Rights, Diversity & Equity

Standards

Community Engagement

Strategy

Formal education programs

Informal professional learning opportunities

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Collaborating

The success of future training and education opportunities relies on

wider reforms that include building partnerships with community.

The Priority Communities Division (PCD) has established a number of

Portfolio Reference Groups with community representation, to provide

advice, expertise and feedback. This structure will be echoed in local

areas and these groups, along with established education advisory

groups and the Chief Commissioner’s Human Rights Strategic Advisory

Committee, will form an important role in highlighting contemporary

and emerging issues which will assist in informing training and

education developments.

3.2 Strategic connectionsAll Victoria Police employees must be culturally capable to facilitate

flexible approaches to community engagement that are respectful

of human rights. This is an organisational priority, leading to the

development of the Cultural, Community and Diversity (CCD)

Education Strategy, in line with a number of key policies and

organisational strategies.

Blueprint 2012-15 Year 3

The CCD Education Strategy aligns with a number of key Blueprint

2012-15 Year 3 priorities, with its focus on community partnerships

and commitment to developing our people. The success of the CCD

education will ultimately be measured by our ability to deliver effective

service and improve community confidence in our services.

Victoria Police Blue Paper: A Vision for Victoria Police in 2025

The Victoria Police Blue Paper: A Vision for Victoria Police in 2025

acknowledges increasing demands on services driven by major social,

economic and environmental trends. The changing nature of social

values, greater cultural diversity and increased expectations of police

results in increasing demands on improving the capability of our

workforce. In executing their duties police and PSOs must come to see

themselves as professional practitioners who take personal responsibility

to self-develop. This CCD Education Strategy will support the Blue

Paper’s vision of ‘the right people, with the right capability, in the right

roles’ through its framework and key actions for reform.

Victoria Police Education Master Plan: Learning and Development to 2020

The development and delivery of CCD education has and will continue

to be guided by the Victoria Police Education Master Plan (EMP). This

strategic plan sets a vision of continuous professional development that

will guide learning and development for all Victoria Police employees

through to 2020. It provides a learning model that is centred around

a professional policing service that is able to respond to rapidly

changing and complex environments. Under this model training and

education is developed and delivered through vibrant and innovative

means, empowering employees to take ownership of their learning.

Thereby contributing to building the capacity and capability of the

organisation. At its core the EMP articulates that continuous professional

development is a shared responsibility between Victoria Police and

every employee, which involves integrating professional standards into

the curriculum.

12


ANZPAA Education and Training Guidelines for Community Engagement

The Education and Training Guidelines for Community Engagement, developed by the Australia New Zealand Policing Advisory Agency (ANZPAA),

provide consistent benchmarks across the diverse levels and functions of police services.

These guidelines provide a platform to develop and deliver CCD education and training across foundation and promotional training, capability

building programs and as well as the delivery of localised training by regions and commands.

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What does cultural, community and diversity education commit to?

To enhance cultural capability requires an ongoing commitment to the

following ideals:

• reflective practice

• contextual adaptability

• collaborative and inclusive engagement

• a values-led approach, incorporating human rights

• enhanced communication.

These ideals can be articulated and applied to professional learning

outcomes through the application of knowledge, skills and attributes.

Learning outcomes in training and education will focus on developing

the knowledge, skills and attributes that combine to enhance the

cultural capabilities of Victoria Police employees.

Figure 2

Knowledge

Acquiring and understanding

appropriate cultural and diversity

information about community

Skills

Adaptive application of cultural and diversity

capabilities through decision making and enhanced

communication

Attributes

Applying reflective practice and displaying a

commitment to valuing cultural,

community and diversity principles

4The approach for cultural, community and diversity education

“ ”Self-reflection is about really hitting the reset button on your own personal prejudices

- Victoria Police member, Learning to Engage

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What will cultural, community and diversity education look like?

Guided by this strategy cultural, community and diversity focused training and education programs will

be values-led, grounded in adult learning principles and underpinned by a human rights approach.

In design and delivery CCD education will:

• incorporate reflective practice and critical thinking

• include curriculum and content that challenges

• use an enhanced decision-making framework

• be adaptive to incorporate current and contemporary case studies

• provide immersive learning opportunities through experiential or simulated environments

• involve active participation through a learner-centred model

• be informed through collaboration with subject matter experts (internal and external)

• provide opportunity for repeat experiences ‘learn, practise, fail, repeat’

• be grounded in an understanding of historical context

• provide clear links between learning and relevant political, social, cultural and operational contexts

• be facilitated by passionate and expert educators

• use innovative and multi-modal methods

• be sequenced appropriately for professional learning opportunities relevant to time, location

and role.

The CCD curriculum and content will be characterised by an integrated “golden thread” approach

with principles of community engagement embedded throughout professional learning opportunities.

Incorporating this design approach will support employees to effectively operate within complex

and dynamic environments and provide a range of opportunities to access multi-model platforms for

ongoing professional development and mastery.

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4.1 The model for cultural, community and diversity educationThe CCD Education Strategy centres on a four-pillar

approach to delivering its key actions as outlined in Figure 3.

• Capabilities –the desired knowledge, skills and

attributes to be demonstrated e.g. agile thinking

and adaptive behaviours.

• Curriculum – the means to f acilitate the desired

learning outcomes e.g. innovative approaches and

a focus on decision-making.

• Content – the central focus for learning which

is context dependent e.g. providing appropriate

historical context and operationally relevant

case studies.

• Coordination – the platform for delivering education

e.g. a “golden thread” approach and partnerships

between PDC, PCD and regions.

The four-pillar approach provides a platform to articulate the

key actions and objectives of the strategy with an overall aim

of delivering: Contemporary CURRICULUM and CONTENT

that is flexible, results in highly CAPABLE and adaptive learners

and will be supported by a COORDINATED approach.

Figure 3

CONTENT

Content is flexible, adaptive and

contemporary to lead change.

COORDINATION

Structures, systems and processes that drive and sustain CCD education, contributing to a strong

business model.

CCD education, training and professional learning informs and influences

frontline service delivery.

Content is informed by cultural, community and

diversity experience, adapting to

contemporary issues.

CCD principles are consistent and embedded through all education and

development learning opportunities.

Support a high performing culture to champion and lead CCD education and

professional learning.

Leadership within a cultural, community and diversity framework is reflected

at every level of the organisation.

Content is operationally relevant, challenging and promotes transference

into practice.

A CCD education curriculum that is adaptive to community needs and

values.

Clear organisational accountability

Self reflection and critical thinking are part of everyday practice.

A CCD education curriculum that is contemporary and

innovative.

A planned and strategic approach to CCD education

and training.

VISION

VISION

VISION

VISION

Achieving through our people

Working with our stakeholders

Effective police service delivery

Developing our business

AIM

AIM

AIM

AIM

CURRICULUM

A contemporary, adaptive and innovative cultural, community and diversity curriculum that

drives organisational performance.

CAPABILITY

A work force that has the capacity to adapt to

complex social needs and dynamic environments.

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Language in community engagement has a powerful role to play in

creating a positive discourse and promoting community inclusion.

Cultural, community and diversity education will echo this message and

use several key themes to deliver its intended outcomes.

A values-led framework

Cultural, community and diversity (CCD) education is grounded in the

organisational values of integrity, flexibility, leadership, respect, support

and professionalism. These values are articulated through a community

engagement lens and are to be embedded in approaches to CCD

education and training. Whilst every member is already expected to “live”

these values, it is important that these values are highlighted in training

and education through content, demonstrated in delivery and through

organisational leadership. This values-led approach provides the aspirational

standards that Victoria Police employees should always endeavour to

uphold in their delivery of service to community.

Embedding human rights

A human rights perspective provides a common language for both

Victoria Police employees and the community in service delivery

expectations.

Through this lens, agreement on a model of ‘dignity and respect’ is easily

recognisable as the best practice approach. Underpinning all police and

PSO interactions is a legal obligation to adhere to the Charter of Human

Rights and Responsibilities and as such, this must be incorporated into all

professional learning initiatives.

As part of training and education, these links should be emphasised in

an operationally relevant context and with recognition of employees’

responsibility to balance the human rights of people they interact with,

with due consideration to a person’s civil, political, social, economic and

cultural rights.

The complexity of the Victorian community makes the responsibility

police and PSOs have to balance the human rights of everyone a difficult

task. This complexity should be recognised in professional learning and

human rights used as a framework to positively support members to

deliver service with dignity and respect.

5Themes of cultural, community and diversity education

There is a need for police members to align their own personal values to the Victoria Police values of integrity and ethical practice and to understand that trust was (is) central to their interactions with the community…

- Learning to Engage

“”

17


CCD education provides a ripe opportunity to create learning environments where human rights can be integrated, debated, discussed,

challenged and dissected, leading to a shared dialogue around accountability and responsibility to deliver service in a human rights context.

This is the responsibility of every employee, regardless of rank or position, and embedding a human rights approach through training will

ensure that it becomes part of every day practice.

Figure 4

CASE STORY“Human rights everyday and in every training”

A regional need for cultural diversity training was identified to enhance members’ capability to engage with community groups in a diverse location. PCD and representatives from the region worked closely together to develop an interactive workshop. A human rights lens

underpinned the training both implicitly and directly through the case studies used. A short clip showing 17 year-old “Alvin” stopped by police

in NY, under the “Stop and Frisk” policy, provided an opportunity to discuss the protection and limitation of human rights. The participants

were asked to take on the perspectives of Alvin, the officers, community observers and a supervisor to engage in an empathy building exercise, considering the implications of applying a human rights perspective to

support service delivery. The alternative viewpoints were discussed in an open forum and a panel of ‘experts’, including a human rights champion,

were called on to answer questions and lead discussion. This professional learning opportunity displayed the clear connection

between everyday service delivery and human rights, as well as the ability to embed concepts throughout all training opportunities.

Critical thinkingReflective practice

Empathy building

Case studyActive

participationOperational relevance

KnowledgeHuman rights

obligations in delivering service

SkillsBalancing the

application of human rights through

individualised service

AttributesDisplay empathy and ability to reflect

through alternate perspectives

HIGHLIGHTS:

• Application of human rights through both an operational and community perspective.

• Empathy building through a human rights lens.

• All case studies and learning opportunities can be connected to the application of human rights.

Learning Design

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Working towards cultural capability

Previous iterations of training and education have focused on cultural

awareness, sensitivity and competency models. Each serves a purpose

in its own right. However for Victoria Police employees to operate in

complex and dynamic environments, a model of cultural capability is

more appropriate. A focus on cultural capability looks to developing

members who are flexible and able to navigate their way through

complex social, political and cultural contexts.

Whilst certain cultural competencies are crucial for working with

particular priority groups, a capability approach recognises the need for

local and adaptive responses, with an ongoing commitment to human

rights principles of dignity, respect and fair treatment. Cultural capability

also recognises that working in this space is an evolving process and

that no one will ever be fully “competent”. Cross-cultural training

traditionally refers to building an employee’s cultural knowledge and

skill, aimed at developing a cultural competence that is often focused

on technical accomplishments.

A focus on threading cultural, community and diversity principles

throughout training and education opportunities will stretch employees

through a holistic approach to developing the knowledge, skills and

attributes of employees in an end-to-end career approach.

This cultural capability framework recognises complexities within the

definitions of culture, community and diversity, and does not attempt to

restrictively define these terms. Being culturally capable will be demonstrated

by Victoria Police employees through inclusive practices and the ability to

provide equitable and quality service to a diverse society.

Developing a cultural skill base requires flexibility and the level of cultural

capability required will be heavily dependent on context and the perception

of those involved in an interaction. A culturally capable person acknowledges

this complexity, their own limitations and realises that understanding cultural

overlays is only one element of service delivery. This cultural capability will be

developed through experience, training and education.

The educational approach

CCD education is committed to an approach that is transformative and

supportive of continuous professional learning for all Victoria Police

employees. This transformative approach moves beyond a content

acquisition model to emphasise deep learning, couched in contextual

understanding, developed through critical reflection and enhanced decision

making. This ‘meaning-making’ approach will be achieved through providing

immersive and active learning opportunities that will challenge learners.

Training and education

The terms training and education are often used interchangeably but

in fact relate to very different outcomes. A training approach is focused

on skill acquisition. Education provides a more holistic platform for the

development of knowledge, skills and attributes of learners, relating

to both a transformational and transactional experience. Education

programs may include a training element, but generally denote a

broader approach to learning.

…you don’t need to know my culture to treat me with respect as a human being…

- Community submission, Learning to Engage“ ”

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Victoria Police employees engage in a variety of training and education

programs throughout their career, many of these require a training

element to ensure they are operationally safe and equipped to perform

duties. The nature of CCD principles resonates most closely to an

‘education’ focus for professional learning, as many of the concepts are

related to the personal attributes and attitudinal approaches required to

deliver service respectfully.

The focus on principles of CCD education is crucial to the sustainable

and long-term development of our employees. Whilst there is

opportunity to incorporate CCD principles within all training initiatives,

a dedicated commitment to improving the cultural capabilities of

employees will require a commitment to both formal and informal

education platforms.

A continuous professional learning approach

Throughout the strategy and key actions for delivery, the term professional

learning will be referred to and favoured over a previously popular term

‘professional development’. Professional development in this context is

associated with specific activities or programs designed to deliver defined

learning objectives and outcomes.

A professional learning approach refers to the multiple layers that lead to

personal and professional growth and is tightly connected to a learner-

centred model of continuous professional learning. Extending this

concept, a continuous professional learning (CPL) approach, is an ongoing

commitment to maintain, develop or extend the knowledge, expertise,

skills and attributes required for a professional standard of performance.

CPL acknowledges that professional development takes place in a range of

environments and is not limited to formal training and education programs.

CPL resonates with the vision to develop culturally capable members who

are able to flexibly respond to service delivery needs, considering a range of

social, political and cultural contexts.

The CPL approach is applicable across all levels of the organisation and

recognises that there is always room for improvement in performance.

Whilst there is an organisational commitment to “Develop Our People”,

a CPL approach recognises the importance of personal direction and

autonomy to take charge of some aspects of professional growth.

Key actions arising from the CCD Education Strategy will support this

through the provision of resources and opportunities to enhance CCD

understanding. CPL is integral to the maintenance of professional skills and

the ability to manage performance in a complex and changing environment.

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A ‘golden thread’ approach

Under a ‘golden thread’ approach to training and education cultural, community and diversity principles will be interwoven into professional learning

opportunities. Threading these principles throughout formal and informal learning opportunities aligns with the vision of community engagement as part

of ‘every day’ business. The ‘golden thread’ approach allows existing practices to be enhanced and recognises that the development of new programs

must incorporate these principles in their development. Embedding a ‘golden thread’ approach is a sustainable method to ensure training and education

remains contemporary to meet changing community needs and recognises that a capability, rather competency approach, is required through

consistent iteration of these principles.

Figure 5

CASE STORY“It’s just what we do here”

It is a regular Tuesday at St Kilda Road Police Station, the members gather for the traditional shift changeover ‘Read Out’.

Station administration messages are delivered, members are reminded about changes to VPMs, safety issues and social club functions. The two supervising sergeants then take the opportunity to engage the members

present to workshop a live scenario. The running sheets from the last week have provided the learning opportunity and context.

The 251 takes the lead and puts two members present into the scenario, on divisional van duty. They attend a job where a person with identified mental health issues has presented at work in an unfit state. First Constable Sam and Constable Rich are in the hot seat, but their

colleagues chip in with suggestions and options are teased out, reflecting on previous experiences. The 251 wraps the ‘Read Out’ up by asking for three take away messages from the troops. Within 12 minutes the ‘Read

Out’ is complete.

The learning however continues as F/Const. Sam recaps the scenario the following week, whilst on patrol with a member who wasn’t

working last Tuesday.

Critical thinking Reflective practiceCollaborative

learning

Case studyActive

participationOperational relevance

KnowledgeChanges to Mental

Health Act

SkillsApplying dimensions

of decision making through collaborative

discussion

AttributesDemonstrate

empathy through service delivery with dignity and respect diversity principle

Highlights:

• Informal learning opportunity

• Operationally relevant and current

• Discussion leading to learning

• “Virus” affect beyond the learning moment

Learning Design

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The role of educators

Educators are critical leaders in the delivery of quality CCD education.

An educators’ knowledge and their skill in facilitation is the crucial lever

to challenging learners and fostering growth. The intense and sometimes

complicated nature of CCD education and training requires a particular

expertise and professional approach to ensure the learning outcomes are met.

Delivering quality CCD education may require moving learners out of

comfort zones and challenges of emotion that requires expert facilitation.

Educators and trainers working specifically in CCD orientated programs

require high levels of passion, motivation, commitment and genuine

engagement with content. An experiential approach to CCD education is

favoured over didactic models which promote transactional learning of

facts and cultural ‘do’s and don’ts’.

To engage in experiential learning the educator must use a range of activities,

including workplace relevant content and case studies that allow learners to

process their experiences and form individual responses.

The role of an educator, beyond facilitation of professional CCD learning

programs, to support their own ongoing development,

should include:

• responsibility to research

• continuous invigoration of content to meet the changing

environment

• engagement in professional networks and appropriate

stakeholder collaboration

• where appropriate, the development of specific cultural awareness.

22


The CCD Education Strategy recognises that Victoria Police has a

role to play in developing our people and that employees moving

into new positions will require support to be able to operate

effectively in the CCD domain.

This process is also ongoing to reflect the dynamic environment and

shifting community needs. The case story below (Figure 6) illustrates

an organisational best practice approach to developing the knowledge,

skills and attributes of effective educators working in CCD.

Figure 6

CASE STORY“The Tale of Two Educators”

Two educators appointed to develop and deliver community engagement education brought to the organisation unique skill sets.

Educator A had a particular expertise working with multicultural migrant communities, lived experience and a high level of passion for improving

outcomes for migrant communities.

Educator B was a skilled facilitator with formal education qualifications, prior experience of working with Victoria Police and a commitment to

improving community confidence in police services. Their strengths and professional learning requirements were varied.

Through strong induction processes, peer mentoring and support in co-facilitation both have continued to develop and enhance their subject

matter expertise. Underpinning their professional development was a personalised professional learning plan to identify individual needs.

Their particular areas of expertise have been utilised to deliver quality education programs, whilst they continue to develop their

knowledge and skills in CCD principles. Due to changing community demands both educators will continue to develop their skill and

knowledge base.

KnowledgeStrong education and training understanding

Educator B

SkillsFacilitating educational

outcomes for learners

AttributesCommitment to

self-development to improve understanding

of CCD principles

KnowledgeStrong multicultural

community knowledge

Educator A

SkillsConnection to community

stakeholders

AttributesCommitment to

improving relationships between community

and police

Highlights:

• Co-facilitation and collaboration to deliver quality education programs.

• Development of expertise on-the-job.

• Commitment to CCD outcomes for learners through continuous professional learning.

• Personalised professional learning plans to identify development opportunities.

23


To support and deliver a contemporary curriculum with flexible content,

that assists in building the capability of Victoria Police employees, a range

of actions will be coordinated across the curriculum reforms from 2015-

17. In the first instance these actions focus on developing the practical

tools, resources and guides that will support the incremental curriculum

reforms to follow. A number of key outcomes will be delivered through

the following:

1. A CCD Manual

The CCD Capability Manual will be the guide to CCD education and

training. It will be a practical guide to support educators, program owners

and managers in the development and delivery of best practice CCD

education.

The comprehensive guide will be broken up into key sections including:

• Design guidelines

• A facilitators’ guide

• Capability assessment tools

• Program evaluation and review resources

2. CCD Learning Resource Hub

The cultural, community and diversity learning resource hub will provide

a central reference point for resources to support professional learning.

This open access point will assist both educators and learners to engage

in formal and informal learning opportunities.

3. CCD Educator Capability and Professional Framework

The educator capability and professional framework will outline the

experience and expertise recommended for educators and facilitators

delivering cultural, community and diversity education. It will identify

what educators and trainers working in CCD education should know and

be able to do.

This capability and professional framework will outline minimum

standards, as well as the aspirational benchmarks, for effective

educators. The framework will also provide a benchmark standard for

Dedicated Training Workplaces (DTW) to incorporate CCD principles into

enhanced programs.

6Cultural, community and diversity education deliverables

24


4. Regional and Command Capability Model

The regional and command capability model will be designed to specifically support

local, divisional and regional responses to CCD professional learning. A range of

programs and tools will be made available to regions and commands, to build CCD

capability, with the strategic support of PCD. This model will enable regions and

commands to develop strong standards that align DTW accreditation processes and

general station inductions to CCD principles. The capability model will ensure that

best practice initiatives like Hydra are expanded to regional locations.

5. Governance Model

The governance framework will set out to identify the way that PCD, PDC, divisions

and regions can work collegiately to support the development and facilitation of

CCD education and training programs. Articulating the roles and responsibilities of a

collaborative approach will assist in developing streamlined processes that ensure a

consistent and strong approach, thereby improving the quality of education delivered

to support frontline service delivery. In addition, the governance framework will

provide a model that ensures community and key stakeholders have an important

role to play in the way forward.

6. An Operational Model of Implementation

To implement golden thread changes into existing programs and curriculum

structures, an operational model that relies on key themes e.g. family violence, road

policing, victim-centric service delivery and police initiated contacts, will be used

to identify appropriate touch points. This model will provide a framework to assist

program owners to integrate CCD principles and adapt curriculum and content

as appropriate.

25


The Cultural, Community and Diversity (CCD) Education Strategy is

supported by a comprehensive two year action plan that outlines

objectives and actions through a phased approach to curriculum reform.

Whilst the strategy recognises that CCD education reforms must

reach across the organisation, the focus in the initial phases will be

predominantly on foundation and promotional programs.

Governance and accountability

In the development of the CCD Education Strategy the partnerships

between the Priority Communities Division (PCD), People Development

Command (PDC), regions and commands will be important to ensure

training and education programs are resourced and supported by

appropriate subject matter expertise. Policy drives the education imperative,

but without the subject matter expertise, contextual backdrop and relevant

operational connection, the education platform is hollow.

How does this work?

Strong partnerships rely on good stakeholder engagement and in a

cultural, community, diversity context this includes both internal

and external support processes.

Through the coordination pillar of the CCD Education Strategy, a strong

governance model will be developed that guides this approach.

As part of this governance model a number of initiatives will ensure

the communication channels and support mechanisms are in place to

ensure a collaborative and partnership approach to CCD education.

This includes:

• Specific CCD Education Advisory groups, made up of internal and

external stakeholders, that meet quarterly to provide high level

strategic advice and guidance. These advisory groups will emerge

from the Year 1 internal and external advisory groups set up to

guide the project.

• A CCD Education Practitioner Forum, made up of interested

internal and external educators/ stakeholders who meet bi-

annually. This professional learning forum will provide opportunity

to network, discussing relevant CCD best practice and curriculum

reform.

• A formal process to engage regularly with PDC’s Curriculum

Committee to report on progress as mapped to the Education

Master Plan.

7Implementing cultural, community and diversity education

26


• A bi-Monthly meeting between PDC’s key community

engagement education employees and PCD’s portfolio

holders, policy officers and service delivery employees.

• Providing support to local areas and commands to

develop Professional Learning Networks that will

support the development of professional mastery and

encourage an avenue for independent continuous

professional learning.

These governance arrangements and communication

channels will be supported by ongoing engagement with

regions and commands through the service delivery arm

of PCD and regular contact with the community Portfolio

Reference Groups.

Figure 8 below represents an example of the collaborative

approach required to coordinate quality CCD professional

learning opportunities.

Pivotal to each area’s responsibility is the role in raising

the profile of CCD education and professional learning

opportunities. This partnership approach has been key to the

development of the strategy and will continue to be crucial

to the successful implementation of curriculum reforms.

Priority Communities Division

PCD are a visible source of reassurance and assistance in

community engagement. The Division’s strength is its strategic position to provide

subject matter expert advice, aligned to organisational direction. PCD has a

responsibility to develop, capture and share good practice, contributing

to a comprehensive resource base to support all Victoria

Police employees in delivering service.

People Development

Command

PDC will work closely with PCD to translate good practice into effective CCD education and training. Through

the Education Master Plan vision PDC will drive the innovative direction of professional

learning and set the gold star standard. With a supported centre for learning, expertise

in education and access to resources they will be critical to influencing

change and play a key role in supporting the success of the

strategy.

Regions & Commands

Regions and commands will be responsible for identifying localised needs

and assessing the capability of its workforce. The operational and frontline experience captured in service delivery will be critical

to identifying priorities that will underpin the context for curriculum and content reforms.

Raising the profile of CCD education at a local level will require

a genuine commitment to programs and initiatives.

Raising the profile

of CCD professional

learning

Figure 7 A collaborative approach

27


A guiding model

Working collaboratively to develop a strong model of CCD education,

accountability and consistency will be delivered through a guiding model.

This model will include both training and education solutions that

meet current issues or challenges, as well as those formal and

informal opportunities designed to proactively develop the capabilities

of members.

This model will include:

1. Clearly identifying the associated learning needs and assessing the

current state of workforce and workplace capabilities.

2. Defining the objectives and outcomes CCD education is aspiring to

achieve, with strong links to organisational strategic direction.

3. Program design and development that is innovative and meets the

CCD education best practice development guidelines.

4. Delivering quality professional learning programs through appropriate

use of subject matter expertise.

5. Evaluation of the training and education developed and delivered by

participants, facilitators and community stakeholders.

6. Measuring the impact that the range of professional learning

opportunities has had on the quality of service delivery and

confidence in police services.

28


Figure 8: A collaborative approach

CASE STORY“Collaborative Action”

A newly promoted sergeant was allocated the LGBTI portfolio. With limited experience in this field and as a heterosexual ally of LGBTI communities, he decided to proactively engage with the local youth mental health service, which has an LGBTI program, to develop his

understanding of current issues and priorities.

Attending a meeting focused on youth issues, in the LGBTI space, the sergeant became aware of gaps in both his and his colleagues’ knowledge. Learning of some recent situations, where police communication could have been

enhanced through a deeper understanding of the complexity of issues, he was inspired to lift the access to professional knowledge in this area.

What has evolved is a collaboration between community, region, PDC and PCD to develop an education solution.

Consultation with the PCD LGBTI Portfolio Manager provided further context to other emerging issues. Connection to foundation training and the Centre for Ethics, Community Engagement and Communication provided consistency in

messaging and an opportunity to observe training in action.

This also provided a two-way learning opportunity between community and police, whilst also providing reassurance about the approach Victoria Police undertakes with its newest members. An e-learning program is now planned

for future capability building, grounded in collaborative subject matter expertise to inform its content and design.

Local NeedSubject matter

expertiseCollaborative development

Case studyInnovation & technology

Operational relevance

KnowledgeHuman rights

obligations in delivering service

SkillsBalancing the

application of human rights through

individualised service communication

AttributesDisplay empathy and ability to reflect through

alternate perspectives

Highlights:

• Collaboration for consistency

• Proactive engagwement

• Consultation across range of expertise

• Contemporary issues

Learning Design

29


To ensure the success of cultural and community diversity (CCD)

education, a consistent approach with practical guidelines and

frameworks has been developed. The design and delivery of programs

will be audited and reported on annually as outlined in the strategy’s

associated action plan.

Implementation of CCD education represents a long-term change process.

While there will be short term gains in learning, the full benefits of CCD

education and training may not be immediately visible or quantifiable.

CCD programs alone cannot serve as a measure of the greater outcomes the

Equality is not the same… report is designed to deliver. The holistic benefits of

implementing CCD education and training will require multiple approaches,

including qualitative considerations, to evaluate and measure success.

Crucial to the successful integration of CCD education will be:

• defining measures of success

• embedding evaluation into the design and delivery of CCD

education and training programs

• devising a longitudinal evaluation of the impact of education and

training on organisational outcomes

• measuring ongoing community satisfaction in police service

delivery, both formally and informally.

Over the two years of curriculum reform the following questions will be

addressed to enable an evaluation of the impact of the CCD Education

Strategy:

• are CCD principles used to guide best practice professional

learning?

• are specific cultural, community and diversity professional learning

opportunities integrated across the organisation?

• is there improvement in employee cultural capability

(including frontline members and educators)?

8.1 ImplementationThe Cultural, Community and Diversity (CCD) Education Strategy is

supported by a comprehensive action plan which outlines two years of

reform. The key objectives and actions outlined are a phased approach

to curriculum reform through the platform of capability, curriculum,

content and coordination. The approach recognises that CCD education

reforms must reach across the organisation to be effective, however the

focus in the initial phases will be predominantly on formal foundation and

promotional programs.

8Evaluation and Measures

30

Reinvigorating our approach to cultural, community and diversity

(CCD) education is the start of an exciting journey and Victoria Police

looks forward to working collaboratively with our internal and external

stakeholders, to improve professional learning outcomes for

all employees.

While this journey commences with two years of curriculum reform,

the changes and shifts to ensure Victoria Police is able to deliver fair and

equitable service to the diverse Victorian community will be ongoing.

Committing to this journey is committing to a collaborative approach

which will continue to see Victoria Police strengthen its connections with

community, leading to enhanced understanding and greater confidence

in our services.

9Conclusion

If you build the culture the right way, the compliance will follow and so will the service delivery

- Victoria Police member, Learning to Engage“ ”


For more information please contact [email protected]

cultural, community and diversity education … · 2019. 1. 7. · human rights of all victorians...

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